Stratification and mobility
in education
EDUCATION AND DEVELOPMENT
Lecture 3 PLG515 3 October 2014
Contents
1. Functionalist theory
2. Education and social mobility
3. Credentialism
4. Screening hypothesis
1. Funcionalist theory
The functionalist world view
Societies function like living organisms
They must have a number of functions that enable their survival
Informal elements have a function in the maintenance and orderliness of the society, like
norms, values and common morality (Malinowski)
Society has various sub-systems, each of which contributes to the whole system with its
particular functions (Parsons)
If a social institution is no longer functional, a new institution is needed to take up its
function
Anomy: when individuals does not accept the mainstream goals and/or the mainstream
strategies to achieve their goals – anomy, too, has its function (Merton)
1. Funcionalist theory
The role of education from a functionalist approach
Spreads the officially recognised, mainstream culture
Transmits the official ideology, social and political order to the new generation
Facilitates nation building, patriotism, assimilation and law-abiding
Provides well-trained and -selected individuals for the different responsibilities
and positions required by the society, on a meritocratic basis
Emphasis on the transmission of knowledge and the development of cognitive
skills
Provides a legitimate channel of upward social mobility
2. Education and social mobility
Social mobility: change in the social status of an individual
or a family
Types:
Intergenerational: within a family
Intragenerational: within the personal life career
Marital: through marriage
Migratory: moving or commuting
Upward/Downward
Open and closed societies: based on the mobility
opportunities of different social groups
2. Education and social mobility
Schooling is broadly accepted to be the main form of
legitimate upward mobility
Two types of upward mobility through education:
1. Contest mobility: open for everybody, its result based on the individual
academic achievement
2. Sponsored mobility: open for those chosen by the establishment, based on
the merit of the individual, as defined by the ruling elite
These are ideal typical patterns: both are present in each society, though at
different levels
2. Education and social mobility
Equality in education
Premodern era: education is a function of the extended family
Early modernity: education is a class function, schools are organised by the
communities, according to their specific interests
State-sponsored education was originally a welfare service for the poor
When the state became the main actor of education, the idea of equality appeared >
“schools must provide a broadly accessible channel of social mobility”
The notion of equality serves as a principal factor of the legitimacy of both educational
governments and state sponsorship to the educational system
2. Education and social mobility
Equality of educational opportunity (Coleman)
Free education up to a level considered to be the main entry point of the labour
market
But: zero tuition fee does not mean zero costs
A single curriculum
But: students have different career plans, what requires the diversification of curricula
Inclusive schools and classrooms
But: families can vote with feet > the middle class segregates the lower class
Different schools provide a similar quality of education (Coleman)
But: teachers can vote with feet > lack of teachers in socially problematic schools
2. Education and social mobility
Criticism of equal opportunity policies
Even if the school provides the same opportunity, external sources that
support the students are very different
Tuitions
Extracurricular activities
Time and space dedicated to home learning
Cultural background
Etc.
Increasing educational opportunity results in credentialism
Screening hypothesis
3. Credentialism
Credential:
Certificate of a particular competence, qualification, authority or permission
Recognised by the law
Allows its holder to carry out a certain activity or take up a certain responsibility in the society
Eg. degrees, diplomas, certifications, identification documents
Credentialism: credentials play a disproportionally important role in the
selection of individuals for jobs, positions and social statuses
Educational institutions have enormous authority over the grant of
credentials
Result: the qualification of individuals is more important than their real
skills and knowledges
The level of credentialism differs by age and society
4. Screening hypothesis
Screening hypothesis: increased public spending on education does
not result in increased labour productivity
Instead, education reflects pre-existing ability differences
The public expenses provided for education are used for pivate
interests
Private returns from education exceed social returns
The benefits of educational investment are smaller than most
governments expect
Statements for debate
Education offers great opportunities to
improve one’s social status.
(social mobility, contested mobility)
vs
Education is often an obstacle to
improving one’s social status.
(screening hypothesis, inequality in education)
